Towards the Automatic Recognition of Computational Thinking for Adaptive Visual Language Learning

Koh, Kyu Han; Basawapatna, Ashok; Bennett, Vicki; Repenning, Alexander

doi:10.1109/vlhcc.2010.17

Cited by 77 publications

(41 citation statements)

References 17 publications

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“…In the case of AgentSheets, validation has gone much further. Related to cognitive challenges, the Computational Thinking Pattern Analysis research instrument [44][45][46][47][48] has shown that users, by building games with AgentSheets, can acquire important Computational Thinking abstractions, which they can later leverage to build scientific simulations [49]. Howland has explored similar Computational Thinking transfer in the context of the FLIP gameprogramming tool [50].…”

Section: Blocks Are Arranged Geometrically To Define Syntaxmentioning

confidence: 99%

Moving Beyond Syntax: Lessons from 20 Years of Blocks Programing in AgentSheets

Repenning¹

2017

VLSS

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Section: Blocks Are Arranged Geometrically To Define Syntaxmentioning

confidence: 99%

Moving Beyond Syntax: Lessons from 20 Years of Blocks Programing in AgentSheets

Repenning¹

2017

VLSS

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“…Koh et al propose two approaches for the semantic evaluation of computation thinking: Program Behavior Similarity (PBS) and Computational Thinking Pattern Graph (CTPG) [15]. PBS compares games based on their rule sets and calculates program behavior similarity.…”

Section: Assessment Of Computational Thinkingmentioning

confidence: 99%

Modeling the learning progressions of computational thinking of primary grade students

Seiter

Foreman

2013

Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research

158

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We introduce the Progression of Early Computational Thinking (PECT) Model, a framework for understanding and assessing computational thinking in the primary grades (Grades 1 to 6). The model synthesizes measurable evidence from student work with broader, more abstract coding design patterns, which are then mapped onto computational thinking concepts.We present the results of a pilot-test study of the PECT Model in order to demonstrate its potential efficacy in detecting both differences in computational thinking among students of various ages as well as any clear overall progressions in increasing computational sophistication. Results of this sort are vital for establishing research-based and age-appropriate curricula for students in the primary grades, i.e., developing non-trivial, challenging but not overly daunting lesson plans that utilize the cognitive development stage of each grade level most effectively.

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“…However, there are few studies which targeted primary school students (e.g., Baytak & Land, 2010). Also, few studies examined whether the authoring of computer games increases students' understanding of computer science concepts (e.g., Denner, Werner, & Ortiz, 2012) or what kind of knowledge students learn from such an activity (Koh, Basawapatna, Bennett, & Repenning, 2010). Moreover, there are few studies which examined the above within everyday classroom settings (Wilson, Hainey, & Connolly, 2012).…”

Section: Introductionmentioning

confidence: 99%

Students Learning to Program by Developing Games: Results of a Year-long Project in Primary School Settings

Fokides¹

2017

JITE:Research

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Aim/PurposeThe purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these benefits are still under debate, and the teaching of programming has a relatively undeveloped pedagogy. With this in mind, a project was designed and implemented, having constructionism as its theoretical framework. Also, Microsoft's Kodu Game Lab was used for the development of students' games. MethodologyThe project lasted for almost a school year (fifty two-hour sessions) and the target group was fifth-grade students (ages 10-11). A total of 138 students participated, coming from five schools in Athens, Greece. Students were divided into three groups. While all groups worked in pairs, to the first there was no teachers' guidance, to the second there was limited teachers' guidance, and to the third, a combination of teacher-led and pair work was used. Each group developed three games of escalating complexity and a total of 207 games were analyzed. Data were collected by analyzing students' games and with a short questionnaire. ContributionThe study contributes to the debate surrounding the pedagogy of computer game authoring as a tool for teaching programming. That is because few studies have examined the above in mainstream settings, having as a target group primary school students. Furthermore, the present study is in contrast to most studies which involved intensive research projects, since it lasted for almost a school year. Learning to Program by Developing Games 476Findings It was found that the most commonly used programming concept was conditions, followed by variables and loops, while Boolean logic and functions were the least used ones. The most problematic concepts proved to be Boolean logic and loops, closely followed by functions. The least problematic concepts were conditions and variables. Also, the number of programming concepts that were used was increasing in each game, while the errors were decreasing. All in all, students' final games fall into the relational level according to a modified version of the SOLO taxonomy.While the findings indicated that, as well as learning some basic programming concepts, students enjoyed the activity and demonstrated positive attitudes to learning programming by developing games; it was also found that the teaching method did not have any effect on the learning outcomes nor in their views for game authoring. Recommendations for PractitionersExtended projects can be considered for teaching programming to primary school students, using visual programming tools that allow the development of games. The classes' teachers can undertake the task to teach programming if they are properly trained. The SOLO taxonomy can be used for assessing students' games. Future ResearchFuture studies can examine a variety of game-like prog...

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Towards the Automatic Recognition of Computational Thinking for Adaptive Visual Language Learning

Abstract: Abstract

Cited by 77 publications

References 17 publications

Moving Beyond Syntax: Lessons from 20 Years of Blocks Programing in AgentSheets

Moving Beyond Syntax: Lessons from 20 Years of Blocks Programing in AgentSheets

Modeling the learning progressions of computational thinking of primary grade students

Students Learning to Program by Developing Games: Results of a Year-long Project in Primary School Settings

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